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Jo Mynard, Ph.D

Message from Jo Mynard, Ph.D

Hi everyone! I’m really looking forward to meeting you online and engaging in discussions about language teaching and learning!

Books

  • Everhard, C. J., Mynard, J., with Smith, R. (Eds.) (2011), Autonomy in language learning: Opening can of worms. Canterbury, UK: IATEFL.
  • Kato, S., & Mynard, J. (2015). Reflective dialogue: Advising in language learning. New York, NY: Routledge.
  • Ludwig, C., & Mynard, J. (Eds.) (2012), Autonomy in language learning: Advising in action. Canterbury, UK: IATEFL
  • Mynard, J., & Carson, L. (Eds.) (2012), Advising in language learning: Dialogue, tools and context. Harlow: Longman.
  • Mynard, J., & Ludwig, C. (Eds.) (2014), Autonomy in language learning: Tools, tasks and environments. Faversham, UK: IATEFL.

Book chapters

    • Carson, L., &. Mynard, J. (2012). Introduction. In J. Mynard & L. Carson (Eds.), Advising in language learning: Dialogue, tools and context (pp. 3-25).  Harlow: Pearson Education.
    • Mynard, J., & Troudi, S. (2008). Female Emirati students’ perceptions of using a chat room to learn English. In P. Davidson, J. Shewel and W.J. Moore (Eds.) Educational technology in the Arabian Gulf: Theory, research and pedagogy (pp. 249-262). Dubai: TESOL Arabia.
    • Mynard, J. (2011). Conclusions. In C. Everhard and J. Mynard with R. Smith (Eds.), Autonomy in language learning: Opening can of worms (p. 253). Canterbury, UK: IATEFL.
    • Mynard, J. (2012). A suggested model for advising in language learning. In J. Mynard & L. Carson (Eds), Advising in language learning: Dialogue, tools and context (pp. 26-41). Harlow, UK: Pearson.
    • Mynard, J., & Ludwig, C. (2014). Introduction. In J. Mynard & C. Ludwig (Eds.), Autonomy in language learning: Tools, tasks and environments. Faversham, UK: IATEFL.
    • Mynard, J. (2017). Investigating social presence in a social networking environment. In K. Van de Poel & C. Ludwig (Eds.). Collaborative language learning and new media: Insights into an evolving field (pp. 276-293). Germany: Peter Lang.
    • Mynard, J., & McLoughlin. D. (forthcoming). “Sometimes I just want to know more. I’m always trying.”: The role of interest in sustaining motivation for self-directed learning. In W. Meng Chan, I. Walker, D. Chan and M. Nagami (Eds.) Learning in and beyond the classroom: Ubiquity in foreign language education.
    • Mynard, J. (forthcoming). Taking stock and moving forward: Future recommendations for the field of self-access language learning. In L. Velasco Martínez, J. Porras Pulido, J. & T. A. María del Rosario Aragón López (Eds.) Nuevos escenarios en torno a la autonomía del aprendizaje de lenguas extranjeras [New scenarios around the learning of foreign languages].
    • Mynard, J. (forthcoming). Advising and self-access learning: Promoting language learner autonomy beyond the classroom. In H. Reinders, S. Ryan, & S. Nakao (Eds.) Innovations in language learning and teaching: The case of Japan. Palgrave Macmillan.
    • Sekiya, Y., Mynard, J., & Cooker, L. (2010).  学習者の自律を支援するセルフアクセス学習 [Self-access learning which supports learner autonomy]. In H. Kojima, N. Ozeki & T. Hiromori. (Eds.), 「英語教育学大系」全13巻中の第6巻「成長する英語学習者―学習者要因と自律学習」大修 館書店 [Survey of English Language Education: Vol. 6. Developing English learners: Learner factors & autonomous learning] (pp. 191-210). Tokyo: Taishukan-shoten.
    • Sekiya, Y., Mynard, J., & Cooker, L. (2010). 大学英語教育への応用 8. セルフアクセス学習と大学教育 [Implications for university education: 8. Self-access learning and university education]. In H. Kojima, N. Ozeki & T. Hiromori. (Eds.), 「英語教育学大系」全13巻中の第6巻「成長する英語学習者―学習者要因と自律学習」大修 館書店 [Survey of English Language Education: Vol. 6. Developing English learners: Learner factors & autonomous learning] (pp. 225-227). Tokyo: Taishukan-shoten.
    • Thornton, K., & Mynard, J. (2012). Investigating the focus of advisor comments in a written advising dialogue. In C. Ludwig and J Mynard (Eds.), Autonomy in language learning: Advising in action (pp. 137-153). Canterbury, UK: IATEFL.
    • Troudi, S., & Mynard. J. (2014). The Internet chat room: A tool for promoting learner autonomy. In S. Troudi & R. Al Mahrooqi (Eds.), Using technology in foreign language teaching. Cambridge, UK: Cambridge Scholars Publishing.
    • Valdivia, S., McLoughlin, D., & Mynard, J. (2012). The portfolio: A practical tool for advising learners in a self-access centre in Mexico. In J. Mynard & L. Carson (Eds.), Advising in language learning: Dialogue, tools and context (pp. 205-210).  Harlow: Pearson Education.
    • Yamaguchi, A., Hasegawa, Y., Kato, S., Lammons, E., McCarthy, T., Morrison, B. R., Mynard, J., Navarro, D., Takahashi, K., & Thornton, K. (2012). Creative Tools that Facilitate the Advising Process. In C. Ludwig and J. Mynard (Eds.) Autonomy in language learning: Advising in action (pp. 115-136). Canterbury, UK: IATEFL.

Articles in referred journals

 

      • Castellano, J., Mynard, J., & Rubesch, T. (2011). Student technology use in a self-access centre. Language Learning and Technology, 15(3), 12-27.
      • Curry, N., Mynard, J., Noguchi, J., & Watkins, S. (2017). Evaluating a self-directed learning course in a Japanese university. International Journal of Self-Directed Learning, 14(1), 17-36.
      • McLoughlin, D., & Mynard, J. (2009). An analysis of higher-order thinking in online discussions. Innovations in Education and Teaching International, 46(2), 147-160.
      • McLoughlin, D., & Mynard, J. (2015). How do independent language learners keep going? The role of interest in sustaining motivation. rEFLections: Special issue: Innovation in ELT, 19, 38-57.
      • McLoughlin, D., & Mynard, J. (forthcoming). How do self-directed learners keep going? The role of interest in sustained learning. 2017 PanSIG Journal.
      • Mynard, J. (2006). A teacher’s role in using synchronous computer-mediated communication to promote learner autonomy. The Language Teacher, 30(2), 13-16.
      • Mynard, J., & Almarzouqi, I. (2006). Investigating peer tutoring. ELT Journal, 60(1), 13-22.
      • Mynard, J. (2007). A blog as a tool for reflection for English language learners. Asian EFL Journal: Professional teaching articles, 24. http://www.asian-efl-journal.com/pta_Nov_07_jm.php
      • Mynard, J., & Navarro, D.  (2010). Report on the Japan Association of Self-Access Learning (JASAL) Forum, at the Japan Association for Language Teaching (JALT) 2009 Conference in Shizuoka. Studies in Self-Access Learning Journal, 1(1), 65-67.
      • Mynard, J. (2011). Learning environments that facilitate reflection on language learning. JALT CALL Journal, 7(3), 293-306.
      • Mynard, J., & Thornton, K. (2012). The degree of directiveness in written advising: A preliminary investigation. Studies in Self-Access Learning Journal, 3(1), 41-58.
      • Mynard, J. (2014). Striving for diversity, accessibility and quality: Evaluating SiSAL Journal. Studies in Self-Access Learning Journal, 5(2). Retrieved from: http://sisaljournal.org/archives/june14/mynard/
      • Mynard, J. (2016). Looking backwards and forwards: Evaluating a 15-year-old SALC for continued growth. Studies in Self-Access Learning Journal, 7(4), 427-436.
      • Mynard, J., & Stevenson, R. (2017). Promoting learner autonomy and self-directed learning: The evolution of a SALC curriculum. Studies in Self-Access Learning Journal, 8(2), 169-182.
      • Takahashi, K., Mynard, J., Noguchi, J., Sakai, A., Thornton, K., & Yamaguchi, A. (2013). Needs analysis: Investigating students’ self-directed learning needs using multiple data sources. Studies in Self-Access Learning Journal, 4(3), 208-218.
      • Valdivia, S., McLoughlin, D., & Mynard, J. (2011). The importance of affective factors in self-access language learning courses. Studies in Self-Access Learning Journal, 2(2), 91-96.
      • Watkins, S., Curry, N., & Mynard, J. (2014). Piloting: Re-designing and evaluating a self-directed learning curriculum. Studies in Self-Access Learning Journal, 4(3), 58-78.

 

  • Kershaw, M., Mynard, J., Promnitz-Hayashi, L., Sakaguchi, M., Slobodniuk, A., Stillwell, C., & Yamamoto, K. (2010). Promoting autonomy through self-access materials design. In A. Stoke (Ed). JALT 2009 Conference Proceedings: The Teaching-Learning Dialogue: An Active Mirror, pp. 151-159.
  • McLoughlin, D., & Mynard, J. (2007). Using online forums and promoting higher-order thinking. In Jendli, A., Troudi, S. & Coombe, C. (Eds.) The Power of Language: Perspectives from Arabia. TESOL Arabia 2006 conference proceedings. Dubai: TESOL Arabia, pp. 344-356.
  • Mynard, J., & Sorflaten, R. (2003). Facilitating learning through peer tutoring. In Syed, Z., Coombe, C. and Troudi, S. (Eds). TESOL Arabia 2002 conference proceedings Volume VIII. Critical reflection and practice, pp. 287-302.
  • Mynard, J. (2004). Investigating evidence of learner autonomy in a virtual EFL classroom: A grounded theory approach. In J. Hull, J. Harris, and P. Darasawang (Eds.). Research In ELT: proceedings of the international conference 9-11 April, 2003. School of Liberal Arts and the Continuing Education Center, King Mongkut’s University of Technology Thonburi, Thailand pp. 117-127.
  • Mynard, J. (2009). How blogging can promote learner autonomy. In Carroll, M., Castillo, D., Cooker, L., & Irie, K. (Eds.). (2009). Proceedings of the Independent Learning Association 2007 Japan Conference (online): Exploring theory, enhancing practice: Autonomy across the disciplines. Kanda University of International Studies, Chiba, Japan, October 2007.
  • Mynard, J. (2009). Using action research to improve a TOEIC preparation course. In B. Beaven, B. IATEFL 2008: Exeter conference selections. Canterbury: IATEFL, pp. 171-173.
  • Mynard, J. (2010). Promoting cognitive and metacognitive awareness through self-study modules: An investigation into advisor comments. In W. M. Chan, S. Chi, K. N. Chin, J. Istanto, M. Nagami, J. W. Sew, T. Suthiwan, & I. Walker (Eds.), Proceedings of the Fourth Centre for Language Studies International Conference (pp. 610-627). Singapore: National University of Singapore.
  • Mynard, J., & Navarro, D. (2010). Dialogue in self-access learning. In A. Stoke (Ed). JALT2009 Conference Proceedings: The Teaching-Learning Dialogue: An Active Mirror, pp. 95-102.
  • Mynard, J. (2012). Raising awareness of learning processes with technology tools. The Asian Conference on Technology in the Classroom, Osaka, Japan 2012, pp. 1-9.
  • Mynard, J., & McLoughlin, D. (2016). Sustaining motivation: Self-directed learners’ stories. Proceedings of the 7th Centre for Language Studies International Conference (pp. 217-228). Singapore: National University of Singapore.

Articles in institutional journals

  • Burke, M., Hooper, D., Kushida, B., Lyon, P., Mynard, J., Sampson, R., & Taw, P. (2018). Observing a social learning space: A summary of an ethnographic project in progress. Relay Journal, 1(1), 209-220.
  • Chen, A., & Mynard, J. (2018). Student perceptions of the English lounge after a layout change. Relay Journal, 1(1), 221-235.
  • Murphey, T., Mynard, J., & Shanley, M. (2012). Editorial strategies for stimulating professional collaboration with peer reviewed publications. Studies in Linguistics and Language Teaching, 23.
  • Murphey, T., & Mynard, J. (2014). An evaluation of the success of peer-review journals at KUIS. Studies in Linguistics and Language Teaching, 25.
  • Mynard, J. (2007). Promoting learner autonomy in a Japanese college. Cross Culture (23), 43-53.
  • Mynard, J. (2008). The Koryo College blog project 2005-2006: Observations and suggestions for future directions. Cross Culture, 24, 51-63.
  • Mynard, J. (2012). An analysis of written advice on self-directed learning modules and the effect on learning. Studies in Linguistics and Language Teaching, 23, 125-150.
  • Mynard, J., & Murphy, P. (2013). An investigation into offering flexible language courses utilising blended learning. Studies in Linguistics and Language Teaching, 24.
  • Mynard, J. (2013). The role of chatting in the language classroom. Working Papers in Language Education and Research, 1(2), 44-57.
  • Mynard, J., & McLoughlin, D. (2014). Affective factors in self-directed learning. Working Papers in Language Education and Research, 2(1), 27-41.
  • Mynard, J., Curry, N., Noguchi, J., & Watkins, S. (2016). Studying the impact of the SALC curriculum on learning. Studies in Linguistics and Language Teaching, 27, 45-58.
  • Mynard, J. (2017). The role of advising in developing awareness of learning processes: Three case studies. Studies in Linguistics and Language Teaching, 28, 123-161.
  • Mynard, J. (2018). “Still sounds quite a lot to me, but try it and see”. Reflecting on my non-directive advising stance. Relay Journal, 1(1), 98-107.
  • Mynard, J., Kato, S., & Reinders, H. (2018). Editorial. Relay Journal, 1(1), 1-5.
  • Mynard, J., Kato, S., & Yamamoto, K. (2018). Reflective practice in advising: Introduction to the column. Relay Journal, 1(1), 55-64.
  • Conference proceedings
  • Mynard, J., & McLoughlin, D. (2016). Sustaining motivation: Self-directed learners’ stories. Proceedings of the 7th CLaSIC conference, Singapore, 217-228.
  • Lammons, E., Momata, Y., Mynard, J., Noguchi, J., Watkins, S. (2015). Developing and piloting an app for managing self-directed language learning: An action research approach. In F. Helm, L. Bradley, M. Guarda, & S. Thouësny (Eds), Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy (pp. 1-6). Dublin: Research-publishing.net. doi:10.14705/rpnet.2015
  • Mynard, J. (2012). Raising awareness of learning processes with technology tools. The Asian Conference on Technology in the Classroom, Osaka, Japan 2012, pp. 1-9.

Book reviews

  • Mynard, J. (2006). Book review of “Learner autonomy across cultures: language education perspectives” Edited by David Palfreyman and Richard Smith”. Independence, 37, 28-30.
  • Mynard, J. (2008). Book review of “Learner autonomy in CALL environments” by Klaus Schwienhorst (2008). Independence, 44, 41-44.
  • Mynard, J. (2012). Book review of “M. Nicolson, L. Murphy, & M. Southgate (Eds). (2011). Language teaching in blended contexts. Edinburgh, U.K.: Dunedin Academic Press”. London Review of Education.
  • Mynard, J. (2017). Book review: Language learner autonomy: Theory, practice and research by David Little, Leni Dam and Lienhard Legenhausen. Studies in Self-Access Learning Journal, 8(4), 362-370.
  • Mynard, J. (2016). Book review of “Elizabeth R. Miller: The language of adult immigrants: Agency in the making”. Applied Linguistics, 37(3), 445-450. doi: 10.1093/applin/amv077